C.I. A.
Collect . Interpret . Apply
4
th
Grade
Volume 4.3
Book Club
Teacher’s Guide
Going Along with Lewis & Clark
For pairing with C. I. A. Unit of Study—Biography,
Streams to the River, River to the Sea 4.3
Sarah Collinge
Seattle, Washington
Portland, Oregon
Denver, Colorado
Vancouver, B.C.
Scottsdale, Arizona
Minneapolis, Minnesota
Copyright © 2015 by Read Side by Side
ISBN: 978-1-59849-183-8
Printed in the United States of America
The CIA Approach is the intellectual property of
Sarah Collinge and Read Side by Side LLC.
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All rights reserved. No part of this book may be transmitted in any form
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Table of Contents
Welcome to the C. I. A. Book Club Teacher’s Guide 4.3 ...................................................................5
The C. I. A. Approach to Book Clubs................................................................................................5
The Read-Aloud Block ................................................................................................................5
The Differentiated Block .............................................................................................................5
Text Selection and Timing ...........................................................................................................6
Set Up for Success .............................................................................................................................7
Gather Book Club Materials .......................................................................................................7
Establish Groups .........................................................................................................................7
Establish Book Club Routines ...................................................................................................10
Plan for Ongoing Assessment ....................................................................................................11
Enjoy Success ..................................................................................................................................12
Book Club Lesson Plans ..................................................................................................................13
Day 1: Genre & Blurb...............................................................................................................14
Day 2: Text Structure & Text Features .......................................................................................18
Days 3–4: Character List ...........................................................................................................22
Day 5: Setting Map ...................................................................................................................26
Day 6: Problems ........................................................................................................................29
Days 7–8: Important Events ......................................................................................................32
Days 9–10: Retell Summary Writing .........................................................................................36
Day 11: Evaluate the Historical Accuracy of Streams to the River................................................41
Days 12–13: Quadrant 1 Book Club Meetings .........................................................................51
Days 14–15: Main Character—Native American Tribes ............................................................55
Days 16–17: Author’s Craft .......................................................................................................59
Day 18: Evaluate the Historical Accuracy of Streams to the River................................................65
Days 19–20: Quadrant 2 Book Club Meetings .........................................................................73
Days 21–22: Collect Evidence ...................................................................................................76
Day 23: Turning Point & Turning Point Writing.......................................................................80
Day 24: Evaluate the Historical Accuracy of Streams to the River................................................85
Days 25–26: Quadrant 3 Book Club Meetings .........................................................................91
Day 27: Read-In........................................................................................................................94
Days 28–29: Opinion Writing ..................................................................................................96
Day 30: Prepare for Book Club Meeting 4 ..............................................................................100
Days 31–32: Quadrant 4 Book Club Meetings .......................................................................101
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Appendix.......................................................................................................................................103
Genre Chart: Historical Nonfiction .........................................................................................103
Small Group Planning Forms ..................................................................................................104
Rubric: Traits for Expository Writing.......................................................................................108
Rubric: Speaking and Listening Standards ...............................................................................109
ELA Checklist for Informational Text .....................................................................................110
Rubric: ELA Standards for Informational Text ........................................................................112
Vocabulary ..............................................................................................................................121
References .....................................................................................................................................122
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Book Club Teacher’s Guide 4.3
Going Along with Lewis & Clark Text Complexity
QUALITATIVE MEASURES
QUANTITATIVE MEASURES
Levels of Meaning
Multiple themes throughout the book increase
the challenge for readers of this text. Themes
include but are not limited to freedom, exploration, government, overcoming hardships,
and the historical importance of people’s circumstances in past times. These themes will
be generalized across the people and events of
the Lewis and Clark expedition.
Going Along with Lewis & Clark has not been
given a Lexile score.
READER TASK CONSIDERATIONS
These should be determined locally with reference to motivation, knowledge, and experiences as well as to the purpose and complexity
of the tasks assigned and the questions posed.
Structure
This nonfiction text is organized by topic area,
and therefore the information is not presented
chronologically. Each section presents a variety of images including artwork, maps, and
photos of memorabilia.
Language Conventionality and Clarity
Historical language and vocabulary add depth
to the language of this text. Domain-specific
vocabulary also increases the text complexity.
Knowledge Demands
Students will need to have a great deal of
background knowledge about the time period
before, during, and after the Lewis and Clark
expedition.
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DAYS 34, CHARACTER LIST
In this lesson…you will remind students that good readers pay attention to references to important
people when reading historical nonfiction. Students will be asked to read and keep track of important people mentioned in the text.
Learning Targets:
Read closely to monitor comprehension (RI 1)
t Determine importance
t Visualize
Show understanding of story elements (RI 3)
Gather and categorize information through note taking (W 8)
Connect:
We have been learning…
…that good readers look carefully at the structure of the text and develop a plan for reading the
text with understanding.
Yesterday we marked the first 15 pages of our book Going Along with Lewis & Clark as being the
first quadrant of the book.
Today, you are all going to begin reading quadrant 1 of your book club book. When you read
quadrant 1 you will be focused on collecting critical information in the text. You will each be
gathering information about the characters, setting, problems, and important events in your
book. These are the critical story elements that help us get a book in our heads.
Teach:
Today I am going to remind you…
…that good readers identify important people when reading historical nonfiction. You are each
going to make a character list in your book club notebook as you read your assigned pages for
today. Your character list will be a tool that you will use while reading this book; it will help you
improve your comprehension when you are confused.
You each made a character list when we read the book Streams to the River, River to the Sea.
Please turn to the character list for Streams to the River, River to the Sea. Notice how you wrote
the name of each important character and information about him or her on the list.
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Book Club Teacher’s Guide 4.3
Guided Practice—Work Time:
Now turn to pages 8 and 9 in your book club notebooks. Record the following names on this
chart: Meriwether Lewis, William Clark, Seaman, York, George Drouillard, Sacagawea, Pompy,
and Charbonneau.
You will have two days to complete today’s assigned reading. As you read, you will stop each
time a new detail is revealed about any of these important people and add this detail to the list.
You will each be reading parts of the text and adding to your character list in your book club
notebook. (Remember to assign the appropriate scaffolding to your lowest group[s] if necessary. Some students may need the support of a partner both to read the text and to complete
the charts, while others may need to work with a partner only for the charting.) As you are
working, if you need help, first ask your assigned partner for help. If you are still stuck, sign up
for a conference and I will come and coach you and your partner in order to quickly help you
get back on track.
On each day, you will have 35 minutes to work, after which you will meet your partners in the
meeting area to review your work, make additions or changes, and then participate in a wholeclass share-out.
(Assign students their pages to read and dismiss students for independent work. Conduct conferences with partnerships as necessary.)
Students will have two days to complete the following pages:
Going Along with Lewis & Clark—pp. 4 & 5, 8 & 9.
Extension (Optional):
What else can you learn about these important people? On page 21 of your book club notebook,
record additional notes taken from the following outside text:
Kids Discover: Lewis & Clark—pp. 4 & 5.
Share-out:
(At the beginning of the share-out time, give students 5 minutes to compare notes and receive
help from their partners. Then move into a quick, whole-class discussion.)
Discuss: Why do good readers keep track of important people as they read? How did doing this
help you or challenge you as a reader today?
Link:
Today and every day when you read…
…I want you to think about what the text is telling you about the important people that it mentions, in order to make a character list for monitoring comprehension.
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DAY 11, EVALUATE THE HISTORICAL ACCURACY OF STREAMS TO THE RIVER
In this lesson…students will evaluate whether the author Scott O’Dell made his biography of Sacagawea, Streams to the River, River to the Sea, historically accurate. Historical credibility is a critical
element of biography. In order to evaluate the historical accuracy of O’Dell’s story, students will be
analyzing the details in Streams to the River, River to the Sea and comparing those details to the facts
presented in Going Along with Lewis & Clark, as well as to excerpts from the Lewis and Clark journals.
To prepare for this lesson, make copies of the handouts titled “The Pact with Captain Clark” and
“Jean Baptiste Charbonneau is Born” and give them to each student.
Learning Targets:
Read closely to understand diverse media (RI 1, 2, 3, 7)
Analyze multiple texts (RI 9)
Consider the author’s point of view (RI 6)
Evaluate the sufficiency of evidence (RI 8)
Analyze multiple texts (RI 9)
Connect:
We have been learning…
…that good readers write in order to monitor their comprehension while reading. In our previous lesson, you each wrote a retell summary of the first quadrant of the book Going Along with
Lewis & Clark.
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Teach:
Today I am going to teach you…
…that good readers evaluate whether the author of a biography has made his/her story historically accurate.
We have been reading the biography of Sacagawea titled Streams to the River, River to the Sea, by
Scott O’Dell. In that book he describes the Lewis and Clark expedition from the perspective of
Sacagawea.
Scott O’Dell used The Journals of Lewis and Clark, edited by Bernard DeVoto, to help craft his
story. However, Sacagawea is only mentioned some three dozen times in the journals. The entries about Sacagawea are brief and give little description of her appearance, her words, or her
feelings. Yet, Scott O’Dell’s story tells us how Sacagawea looked, what she thought, how she felt,
and what she said. How accurate do you think he was in portraying her thoughts and emotions?
Today, you will be using more than one document to help you consider whether Scott O’Dell’s
story and depiction of Sacagawea are historically accurate.
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Book Club Teacher’s Guide 4.3
Model:
Please follow along with me as I read an excerpt of Streams to the River, River to the Sea, which
can be found at the top of the handout titled “The Pact with Captain Clark.” This is the scene
where Sacagawea learns about the pact between Captain Clark and Charbonneau.
(Read the excerpt aloud while students follow along.)
In this section of the text, we learn that Sacagawea, like her husband, has been hired as an interpreter. Her role will be to help the Corps acquire horses from the Shoshone.
Discuss: According to this source, how does Sacagawea feel about going with Lewis and Clark?
(Model adding this information to the handout.)
Open up the book Going Along with Lewis & Clark to page 9. What facts from page 9 of Going
Along with Lewis & Clark match the scene from Streams to the River, River to the Sea?
(Model adding these facts to the handout.)
Discuss: According to this source, how does Sacagawea feel about going with Lewis and Clark?
(Model adding this information to the handout.)
Follow along as I read the excerpt from the Lewis and Clark journals, which is included on your
handout. What facts from these journal entries match the scene from Streams to the River, River
to the Sea?
(Model underlining these facts on the handout.)
Discuss: According to this source, how does Sacagawea feel about going with Lewis and Clark?
(Model adding this information to the handout.)
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Guided Practice—Work Time:
Each of you will continue to consider the historical accuracy of Streams to the River, River to the
Sea. You will use the book Going Along with Lewis & Clark and excerpts from the Lewis and
Clark journals to do this work.
You will each be reading and completing the handout titled “Jean Baptiste Charbonneau is Born”
independently or with a partner. If you need help, first go to your assigned partner to get help.
If you are still stuck, sign up for a conference, and I will come and coach you and your partner in
order to quickly help you get back on track.
You will have 35 minutes to work, after which you will meet your partners in the meeting area to
review your work, make additions or changes, and then participate in a whole-class share-out.
(Assign each group their C. I. A. meeting date. Dismiss students for independent work. Conduct conferences with partnerships as necessary.)
Share-out:
(At the beginning of the share-out time, give students 5 minutes to compare notes and receive
help from their partners. Then move into a quick, whole-class discussion.)
Discuss: Do you think Scott O’Dell’s story is historically accurate? Why or why not?
Link:
Today and every day when you read…
…I want you to evaluate whether authors of biography make their stories historically accurate by
making details in the text consistent with historical facts.
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Book Club Teacher’s Guide 4.3
DAYS 1213, QUADRANT 1 BOOK CLUB MEETINGS
Book Club Meeting 1
In this book club meeting…students will be responding to questions about the characters, setting,
problems, and main events revealed in quadrant 1 of their book club book. Students will use the
charts in their book club notebooks to aid their discussion. Students will also share their evaluation
of Scott O’Dell’s book Streams to the River, River to the Sea. Throughout the discussion, students
should each share and respond to thinking.
To prepare for this meeting…print out some of the maps Lewis and Clark made. These maps can
be found on the PBS website, http://www.pbs.org/lewisandclark/archive/idx_map.html
Learning Targets:
Summarize the text (RI 2)
Show understanding of story elements (RI 3)
t Character
t Setting
t Plot
Evaluate the sufficiency of evidence (RI 8)
Analyze multiple texts (RI 9)
Prepare for collaboration with others (SL 1)
Express ideas and respond to others’ ideas clearly and persuasively (SL 1)
Acquire and use key vocabulary (L 6)
Connect:
We have been learning…
…that good readers read slowly at the beginning of a book in order to make sure they understand all the story elements, including character, setting, and plot. At the end of quadrant 1 they
stop and write a retell summary as a way of monitoring their comprehension.
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Teach:
Today I am going to remind you…
…that good readers discuss their thinking about a book with others in order to synthesize their
thinking and evaluate the thinking of others.
When we meet together in book clubs, the expectations will be that you each
1. Bring your book and book club notebook to the meeting, with all assignments completed;
2. Come prepared to respond to questions and to share your thinking about the book with
the group;
3. Participate by both sharing with and listening to group members;
4. Respond to another student’s thinking before sharing your own; and
5. Use polite language and mannerisms with everyone in the group.
When you respond to another person’s thinking, please use one of our response stems:
t I agree with you because…
t I disagree with you because…
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Book Club Teacher’s Guide 4.3
Opening discussion questions:
(Have 2–3 students share their responses to each of these questions. Ask a student to respond to
another student before sharing his or her own thinking. As you move through the series of questions, make sure each student gets a turn to talk.)
Going Along with Lewis & Clark
Open up to the character lists on pages 8 and 9 of your book club notebooks.
Discuss: What qualities did Lewis and Clark have that made them worthy of being captains of
the expedition?
Open up to the problems list on page 11 of your book club notebooks.
Discuss: What do you think is the most challenging problem that the Corps of Discovery faced?
Why?
Open up to the important events list on page 12 of your book club notebooks.
Discuss: One of the important events was that Lewis and Clark took tools for navigating and
mapping. I have printed off some of the maps that Lewis and Clark made, for you to look at. As
you look at them, please share what you observe. Why was it so important for Lewis and Clark
to map the region of the Louisiana Territory?
Open up to the prediction stem on page 19 of your book club notebooks.
Discuss: What do you predict will happen next in the story?
Kids Discover: Lewis & Clark
Discuss: What important facts did you discover when you read the magazine Kids Discover: Lewis & Clark? How did these facts help you understand the Lewis and Clark expedition better?
Time for questions:
Do any of you have any questions at this point in the book that you would like the group to answer or help you with?
(Allow time for students to ask their questions, if any. Encourage group members to respond to
the questions. Step in to answer questions only when group members are unable to.)
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Share-out:
Now you are each going to have an opportunity to share whether you think the story Streams to
the River, River to the Sea is consistent with historical facts. You can use the handouts titled “The
Pact with Captain Clark” and “Jean Baptiste Charbonneau is Born” to help you.
Discuss: Is the story Streams to the River, River to the Sea consistent with historical facts? Why or
why not?
Discuss: The factual accounts of the Lewis and Clark expedition, including the Lewis and Clark
journals, do not tell about Sacagawea’s feelings. Do you think Scott O’Dell did a good job interpreting her feelings? Why or why not?
(Allow each student a chance to share his or her opinion. Ask a student to respond to another
student before sharing his or her own thinking.)
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Book Club Teacher’s Guide 4.3
DAYS 2829, OPINION WRITING
In this lesson…you will remind students that after reading, good readers synthesize the entire text
by writing.
Students will be writing an opinion piece, sharing whether or not they think that Scott O’Dell created a story that is historically accurate when he wrote the book Streams to the River, River to the Sea.
They will use information from the historical nonfiction text Going Along with Lewis & Clark as well
as excerpts from the Lewis and Clark journals to support their opinions. Students who read Kids
Discover: Lewis & Clark might also use facts from this resource to support their opinions.
Students will use the opinion frame to help organize their opinion writing. Students should be expected to produce quality work.
To prepare for this lesson, print the handout titled “Opinion Frame” for each student. Students
will glue or tape this frame over the top of the synthesis summary frame on page 37 of their book
club notebooks.
Learning Targets:
Write an expository piece (W 2)
t Opinion writing
Write clearly and coherently for task and audience (W 4)
Recall information and draw evidence from the text (W 8, 9)
Write in a short time period (W 10)
Acquire and use key vocabulary (L 6)
Connect:
We have been learning…
…that good readers evaluate whether authors of biography make their stories consistent with historical facts.
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Book Club Teacher’s Guide 4.3
Teach:
Today I am going to remind you…
…that good readers write in order to share their opinions after reading.
Today you will be answering the question, “Did Scott O’Dell create a story that is consistent
with historical facts when he wrote the book Streams to the River, River to the Sea?” You will use
facts collected from the book Going Along with Lewis & Clark as well as excerpts from the Lewis
and Clark journals to support your opinion.
If you read Kids Discover: Lewis & Clark, you may use facts from that text to support your thinking as well.
Guided Practice—Work Time:
Open up your book club notebooks to page 37. (Review the opinion frame with students.)
Now turn to page 38 in your book club notebook. This is where you will write your opinion
writing. You will use the opinion frame to organize your writing. You may also use the entries in
your notebook as tools.
You will each be completing your opinion writing independently. If you need help, first go to
your assigned partner to get help. If you are still stuck, sign up for a conference and I will come
and coach you and your partner in order to quickly help you get back on track. You will have
two days for this assignment.
(Dismiss students for independent work. Conduct conferences with partnerships as necessary.)
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Opinion Frame:
Introduction Sentences
When writing a biography, the author has to make the story consistent
with historical facts. A story that is consistent with historical facts is
considered to be historically accurate.
Tell whether you believe Scott O’Dell’s book Streams to the River,
River to the Sea is historically accurate.
Body
Give strong evidence that supports your opinion.
(Evidence should come from the text.)
Conclusion
Restate your thinking.
Start with one of the following phrases:
In conclusion,
All in all,
As you can see,
It is true,
To sum up,
I predict,
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Going Along with Lewis & Clark
Opinion Writing Sample
When writing a biography, the author has to make the story consistent with historical facts. A story
that is consistent with historical facts is considered to be historically accurate. I think Scott O’Dell’s
book Streams to the River, River to the Sea is historically accurate because it is consistent with historical facts found in the nonfiction book Going Along with Lewis & Clark, written by Barbara Fifer, and
also consistent with details found in the Lewis and Clark journals.
First, Scott O’Dell introduces Sacagawea as an important member of the Corps of Discovery. He
tells how she will interpret the Shoshone language and help Lewis and Clark get horses from the
Shoshone. These facts were also described in the book Going Along with Lewis & Clark, and in the
Lewis and Clark journals as well.
Next, Scott O’Dell accurately describes some of the most suspenseful events of the Lewis and Clark
journey. He describes the time when Sacagawea almost died giving birth to her son. He tells how a
rattle from a rattlesnake was mixed with water and given as medicine to save her life. His account of
the event agrees with the description in the Lewis and Clark journals. Also, Scott O’Dell describes
the scene near the Great Falls when the Corps had to act quickly to escape a wall of floodwater during a storm very accurately. He even describes how terrified Charbonneau was!
Finally, the interactions between the Corps and the Native Americans are described accurately in
Scott O’Dell’s book. He accurately portrays the trading of blue beads for animal furs.
As you can see, Scott O’Dell creates a historically accurate story in the book Streams to the River,
River to the Sea. We will never know exactly what Sacagawea thought or felt during the journey, but
I think Scott O’Dell does a good job retelling the events as accurately as possible.
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Vocabulary Words Learned While Reading
Streams to the River, River to the Sea
uncharted
honorable
valuable
impact
doubt
hardship
captor
omen
curiosity
slave vs. princess
disharmony
silent
fate vs. free will
burden
endure
pride
enemies vs. friends
enslave vs. free
good fortune
pact
sacred
talisman
motivation
warning
desolate
Vocabulary Words Learned While Reading
Streams to the River, River to the Sea
uncharted
honorable
valuable
impact
doubt
hardship
captor
omen
curiosity
slave vs. princess
disharmony
silent
fate vs. free will
burden
endure
pride
enemies vs. friends
enslave vs. free
good fortune
pact
sacred
talisman
motivation
warning
desolate
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